FRENCH TEACHERS' USE OF ARTIFICIAL INTELLIGENCE AS A TOOL FOR ENHANCING THE SECONDARY SCHOOL FRENCH STUDENTS' PERFORMANCE IN LAGOS STATE

Abstract

This study examines how French teachers in Lagos State use and perceive Artificial Intelligence
(AI) tools to improve student performance. Using a survey and interviews with 60 teachers from
public and private secondary schools, the research aims to assess current AI usage, its impact
potential, and the main barriers to adoption. The study is guided by the Technological
Pedagogical Content Knowledge (TPACK) framework. Preliminary findings indicate a nascent
adoption of pedagogically rich AI tools, with only 6.7% of teachers using AI Chatbots often/very
often, contrasted by a high reliance on basic tools like Google Translate (used often/very often
by 68.3% of teachers). This adoption is constrained by significant infrastructural challenges,
with Limited access to computers and internet being rated the most significant barrier (Mean
Score = 4.85 out of 5). The paper concludes with specific, ranked recommendations for policy
and practice to facilitate the effective integration of AI in French language education.